Combined on this Wiki we have amassed a ton of great resources for Universal Design Learning, Determining our student’s interests, learning styles, and learning profiles. We also have compiled some great links for all types of differentiation through various types of technology.
I plan to use technology to provide my students with instruction that meets their diverse learning needs. I hope to do so via technologies such as Voicethread, Smart Board Integration and Goode Docs for collaborative learning. All of these technologies we have discussed in the past weeks as successful technological differentiation aids.
Readiness Resource Title: Readiness Differentiation: Daring to Get Back on My Bike URL:http://www.educationworld.com/a_curr/voice/voice143.shtml Strategy Summary and Implementation Description: In this article the author, Max W. Fischer, relates the process of determining a students educational readiness to the experience of learning to ride a bicycle. He confesses that he has had some success applying various other differentiation strategies throughout his career, however until lately he had not been able to break through in the area of differentiation through readiness. He then continues to describe various methods he has discovered; outlining steps he’s taking to become successful in this area. Concept Correlation: In this weeks reading Smith and Throne also discuss differentiation through readiness at length. Correlating with what Max purported in the article above, they stated “Differentiating by readiness means tuning into your students’ varying degrees of ability in order to create activities that match their skills and levels of understanding” (Smith, 2007, p.50). They also discussed several methods for attaining differentiation through readiness, many of which align directly with Max and his experiences.
Interest Resource Title: Intentional versus Interest-Driven Learning URL:http://www.glsconference.org/2010/program/event/179 Strategy Summary and Implementation Description: This article provides an in-depth analysis of both the benefits and potential pitfalls of informal learning in the classroom. The article covers the many advantages of interest-driven learning as a supplement to formal learning strategies by increasing student involvement and maintaining interest. They continue to purport that while intentional learning provides structured goals for students it can run the risk of aliening students by loosing there interest. On the other hand they also contend that allowing students to pursue their own interests often does not allow students to be exposed to new experiences. Concept Correlation: Smith and Throne in this weeks reading suggest “that an interest-driven Learning environment engages children” (Smith, 2007, p.17). The main tone of the article mentioned above supports their theory and experiences.
Learning Profile Resource Title: The How To's of Planning Lessons Differentiated by Learning Profile URL:http://www.ascd.org/publications/books/101043/chapters/The-How-To's-of-Planning-Lessons-Differentiated-by-Learning-Profile.aspx Strategy Summary and Implementation Description: This resource examines first how to determine a students learning profile by evaluating four main factors; those being intelligence, learning style, gender and cultural preference. It then suggests ways to tailor lessons specifically that each student’s individual needs. Concept Correlation: In this weeks reading Smith and Throne sited the same factor based system mentioned in the article above. References
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education. Retrieved from Education Research Complete database.
Check out my UDL presentation via Xtranormial at the link below. As we though, It was definately fun to build. Looking forward to seeing everyone else's!
Interest Survey: The link below provides a great starting point for a typical student interest survey. It studies general student interests in and outside of school. Such a survey can provide great background information on students likes and dislikes, home environment and possible points of connection for growing the student teacher relationship. This could be tailored as an icebreaker for any grade level, most likely as written it is intended for middle school age and younger. http://printables.scholastic.com/printables/f.jsp?id=35689
Learning Style Survey: The link below provides a great example of a traditional learning style survey. It analyzes personal strengths inside the classroom using a rating scale from one being strongly disagree to five strongly agree. This online survey then calculates your results and displays them at the bottom of the screen, providing your strongest and weakest learning styles. This particular survey was developed for a college level course introduction; however, similar surveys are available for high school or even middle school. http://www.longleaf.net/learningstyle.htm
Multiple Intelligences Survey: The link below focuses more specifically on finding strengths various personal intelligences. Similar to the previous link, this survey is scaled on a one through five basis. It can also be automatically graded for instant results. This particular type of survey can be used anywhere from middle school up through college. http://literacyworks.org/mi/assessment/findyourstrengths.html
Learning Style Profile: The survey via the link below highlights the respondent’s strengths and weaknesses in particular learning styles. Outlining specially the best way the respondent learns and absorbs information. The rating scale for this particular survey is rated via a scale of low, medium and high areas of strength. This could serve as a great teacher tool for understanding particular respondents self analyzed areas of strengths and weaknesses. This style survey could be used in middle school through college classes. http://www.bucks.edu/~specpop/Lrnprfil.htm
Week 7: Differentiation Station Assignment
Combined on this Wiki we have amassed a ton of great resources for Universal Design Learning, Determining our student’s interests, learning styles, and learning profiles. We also have compiled some great links for all types of differentiation through various types of technology.
I plan to use technology to provide my students with instruction that meets their diverse learning needs. I hope to do so via technologies such as Voicethread, Smart Board Integration and Goode Docs for collaborative learning. All of these technologies we have discussed in the past weeks as successful technological differentiation aids.
NEW Differentiation Links: December 11th, 2010
Description and Grade Level: This is a great link specifically relating to flexible grouping as a DI Resource. This really could work for any grade level.
http://daretodifferentiate.wikispaces.com/Flexible+Grouping
Description and Grade Level: Another great site for DI related materials and ideas, applicable to all grade levels.
http://www.teach-nology.com/tutorials/teaching/differentiate/planning/
Description and Grade Level: This is a great resource for all things DI. Again, this is applicable to all grade levels.
http://www.learnerslink.com/curriculum.htm
Readiness
Resource Title: Readiness Differentiation: Daring to Get Back on My Bike
URL: http://www.educationworld.com/a_curr/voice/voice143.shtml
Strategy Summary and Implementation Description: In this article the author, Max W. Fischer, relates the process of determining a students educational readiness to the experience of learning to ride a bicycle. He confesses that he has had some success applying various other differentiation strategies throughout his career, however until lately he had not been able to break through in the area of differentiation through readiness. He then continues to describe various methods he has discovered; outlining steps he’s taking to become successful in this area.
Concept Correlation: In this weeks reading Smith and Throne also discuss differentiation through readiness at length. Correlating with what Max purported in the article above, they stated “Differentiating by readiness means tuning into your students’ varying degrees of ability in order to create activities that match their skills and levels of understanding” (Smith, 2007, p.50). They also discussed several methods for attaining differentiation through readiness, many of which align directly with Max and his experiences.
Interest
Resource Title: Intentional versus Interest-Driven Learning
URL: http://www.glsconference.org/2010/program/event/179
Strategy Summary and Implementation Description: This article provides an in-depth analysis of both the benefits and potential pitfalls of informal learning in the classroom. The article covers the many advantages of interest-driven learning as a supplement to formal learning strategies by increasing student involvement and maintaining interest. They continue to purport that while intentional learning provides structured goals for students it can run the risk of aliening students by loosing there interest. On the other hand they also contend that allowing students to pursue their own interests often does not allow students to be exposed to new experiences.
Concept Correlation: Smith and Throne in this weeks reading suggest “that an interest-driven
Learning environment engages children” (Smith, 2007, p.17). The main tone of the article mentioned above supports their theory and experiences.
Learning Profile
Resource Title: The How To's of Planning Lessons Differentiated by Learning Profile
URL: http://www.ascd.org/publications/books/101043/chapters/The-How-To's-of-Planning-Lessons-Differentiated-by-Learning-Profile.aspx
Strategy Summary and Implementation Description: This resource examines first how to determine a students learning profile by evaluating four main factors; those being intelligence, learning style, gender and cultural preference. It then suggests ways to tailor lessons specifically that each student’s individual needs.
Concept Correlation: In this weeks reading Smith and Throne sited the same factor based system mentioned in the article above.
References
Alagoz, E., & Steinkuehler, C. (2010) Intentional versus Interest-Driven Learning. GLS Online.
Retrieved December 5th, 2010 from: http://www.glsconference.org/2010/program/event/179
Fischer, M. (2005). Readiness Differentiation: Daring to Get Back on My Bike. Education
World Online. Retrieved December 5th, 2010 from: http://www.educationworld.com/a_curr/voice/voice143.shtml
Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms.
Belmont, CA: International Society for Technology in Education. Retrieved from Education Research Complete database.
Tomlinson, C. (2008). How to Differentiate Instruction in Mixed-Ability Classrooms, 65(4),
72–91. Retrieved December 5th, 2010 from: http://www.ascd.org/publications/books/101043/chapters/The-How-To's-of-Planning-Lessons-Differentiated-by-Learning-Profile.aspx
Check out my UDL presentation via Xtranormial at the link below. As we though, It was definately fun to build. Looking forward to seeing everyone else's!
http://www.xtranormal.com/watch/7821485/
-Dave
Gathering Information About Students
Interest Survey: The link below provides a great starting point for a typical student interest survey. It studies general student interests in and outside of school. Such a survey can provide great background information on students likes and dislikes, home environment and possible points of connection for growing the student teacher relationship. This could be tailored as an icebreaker for any grade level, most likely as written it is intended for middle school age and younger.
http://printables.scholastic.com/printables/f.jsp?id=35689
Learning Style Survey: The link below provides a great example of a traditional learning style survey. It analyzes personal strengths inside the classroom using a rating scale from one being strongly disagree to five strongly agree. This online survey then calculates your results and displays them at the bottom of the screen, providing your strongest and weakest learning styles. This particular survey was developed for a college level course introduction; however, similar surveys are available for high school or even middle school.
http://www.longleaf.net/learningstyle.htm
Multiple Intelligences Survey: The link below focuses more specifically on finding strengths various personal intelligences. Similar to the previous link, this survey is scaled on a one through five basis. It can also be automatically graded for instant results. This particular type of survey can be used anywhere from middle school up through college.
http://literacyworks.org/mi/assessment/findyourstrengths.html
Learning Style Profile: The survey via the link below highlights the respondent’s strengths and weaknesses in particular learning styles. Outlining specially the best way the respondent learns and absorbs information. The rating scale for this particular survey is rated via a scale of low, medium and high areas of strength. This could serve as a great teacher tool for understanding particular respondents self analyzed areas of strengths and weaknesses. This style survey could be used in middle school through college classes.
http://www.bucks.edu/~specpop/Lrnprfil.htm
My Personal Survey Link:
http://www.surveymonkey.com/s/8SDFYN9